McMaster University, SLP Clinical Education – Evaluation of Clinical Competencies – Page 1 of 13

DIRECTIONS:

The Evaluation of Clinical Competencies is one aspect of a 3-part evaluation process which also includes SMART Goals and Structured Reflection Logs.

There are 10 areas of Clinical Competency to be evaluated at both midterm and final.

  1. For each Clinical Competency, start by rating the level of supervision required on each component skill. Select the rating from the five (5) dropdown options. The rating scale for component skills is as follows:

0 / Needs Improvement, Constant Supervision Required
1 / Skill is Developing, Needs Moderate Supervision
2 / Area of Strength, Needs Minimal to No Supervision
NO / No Opportunity to Observe (applicable to placement, but no opportunity arose to engage in task)
NA / Not Applicable for this Placement
  1. Once all component skills have been rated, select the overall level the student has achieved for that competency from the seven (7) dropdown options. Each level has a variety of descriptors. All descriptors may not apply to all Clinical Competencies, but the majority will be appropriate. Please see the next page for the list of levels and descriptors.
  1. Add in comments to support your ratings.
  1. If you have significant concerns about the student’s performance in a Clinical Competency, check (click) the box at the bottom of that page.
  1. Complete the above process for each remaining Clinical Competency.
  1. Follow the procedures for submitting the completed evaluation on HSPNetor via confidential dropboxafter the evaluation meeting with the student.

The following resources were reviewed during the development of the McMaster SLP Evaluation of Clinical Competencies:

  • Canadian Academic Coordinators of Clinical Education,work-in-progress draft of a national SLP competency evaluation tool (2017)
  • Canadian Alliance of Audiology and Speech-Language Pathology Regulators, Competency Profile Survey (2017):
  • Canadian Physiotherapy Assessment of Clinical Performance (2015):
  • CanMEDS (1996):
  • Clinical education evaluation tools from Western University ( University of Ottawa ( Université Laval ( and Dalhousie University (
  • Designing Valid Assessments of Students’ Competency in the Workplace, S. McAllister et al, ASHA presentation (2009)
  • From Novice to Expert: Tool for CEs, McGill University (2016):
  • Guide to Clinical Supervision (2017):
  • McMaster University SLP ProgramLearning Outcomes:
  • Performance Evaluation and Goal Setting tool, J. Hamilton, Lear Communication (2015)

In addition, feedback was obtained from over 35 practicing speech-language pathologists via the McMaster Speech-Language Pathology Clinical Instructors’ Forum on June 27, 2017 in Hamilton, Ontario, along with subsequent on-line questionnaires completed throughout July and early August, 2017.

Not Meeting Beginner Level

  • Scored 0 on more than 50% of relevant component skills
  • Demonstrates little to no implementation of supervisory feedback
  • Demonstrates little to no evidence of self reflection or insight into strengths and weaknesses
  • Demonstrates little to no evidence of applying prior learning
  • Demonstrates little to no initiative in seeking knowledge, resources, or support

BeginnerThis is the expected level for students at the end of Unit 2

  • Scored 1-2 on at least 50% of relevant component skills
  • Implementsthe majority of supervisory feedback
  • Initiates post-task self reflections and works together with supervisor to identify strengths and weaknesses
  • Applies knowledge from directly-related academic learning and similar clinical experiences
  • Demonstrates linear clinical reasoning, needs support to draw integrated conclusions

Advanced BeginnerThis is the expected level for students at the end of Unit 3

  • Scored 1-2 on at least 75% of relevant component skills
  • Implementsand further builds upon the majority of supervisory feedback
  • Generates objective post-task self reflections and identifies some strengths and weaknesses, adapted with supervisory guidance
  • Applies knowledge from across academic learning and clinical experiences
  • Demonstrateslinear clinical reasoning with some consideration of alternative variables

IntermediateThis is the expected level for students at the end of Unit 4

  • Scored 2 on at least 25% of relevant component skills
  • Scored 1 on at least 50% of relevant component skills
  • Demonstrates immediate growth with intermittent feedback and guidance
  • Generates objective post-task self reflections as well as some anticipatory analysis
  • Identifiesmajority of strengths and weaknesses, adapted with supervisory guidance
  • Seeks out additional resources to support skill development
  • Effectively incorporates prior academic and clinical knowledge as well as multiple variables into clinical reasoning post-task

Advanced Intermediate

  • Scored 2 on at least 50% of relevant component skills and 1 on the remaining skills
  • Uses feedback appropriately and further refines skills through a combination of collaboration and direction
  • Generatesanticipatory self reflections, adjusts plan, and compares to post-task reflections
  • Demonstrates good judgement of strengths and weaknesses
  • Seeks out a variety of additional resources to support skill development
  • Effectively incorporates prior academic and clinical knowledge as well as multiple variables into clinical reasoning pre- and post-task

Entry LevelThis is the expected level for students at the end of Unit 5

  • Scored 2 on at least 75% of relevant component skills and 1 on the remaining skills
  • Refinesperformance through self reflections, information-seeking, information-testing, and collaboration with the supervisor, rather than needing specific direction
  • Demonstratesaccurate and comprehensive judgement of strengths and weaknesses
  • Requires a mildly increased amount of time and effort to meet full clinical responsibilities
  • Demonstrates automaticity in incorporating prior academic and clinical knowledge as well as multiple variables into clinical reasoning pre- and post-task

Entry Level with Distinction

  • Scored 2 on all relevant component skills
  • Meets all other Entry Level requirements, and additionally demonstrated at least one of the following:
  • Effectively assumed a leadership role in managing clients with more complex conditions
  • Was independently able to effectively supervise support personnel
  • Effectively served as a resource for the Clinical Instructor and/or other team members
  • Effectively contributed to the enhancement of speech-language pathology services provided at the placement site

EVALUATION OF CLINICAL COMPETENCIES – COVER PAGE

Student Name:
Student Number:
Placement Site:
Clinical Instructor(s):
Placement Start Date:
Placement End Date:
Midterm
We have read and discussed
this evaluation. / Final
We have read and discussed
this evaluation.
Date of Evaluation Meeting:
Student Signature:
Clinical Instructor Signature:
  1. Assessment

Component Skills / Midterm / Final
Interviews client/caregivers to obtain background information, their understanding of health status, their goals and expectations / Choose an item. / Choose an item. /
Obtains relevant information from other providers / Choose an item. / Choose an item. /
Identifies personal and environment factors impacting performance and participation / Choose an item. / Choose an item. /
Selects quantitative and qualitative methods and measures based on evidence-informed and client-centred practice / Choose an item. / Choose an item. /
Prepares assessment materials for efficient administration / Choose an item. / Choose an item. /
Conducts assessment in accordance with standardized protocols and/or with any adaptations clearly documented / Choose an item. / Choose an item. /
Records client responses accurately / Choose an item. / Choose an item. /
Re-assesses at junctures appropriate to the client’s circumstances / Choose an item. / Choose an item. /
Overall Level Achieved for Assessment: / Choose an item. / Choose an item. /

Midterm Comments:

Final Comments:

Please check if you have significant concerns with the student’s performance in this competency. / ☐ / Midterm / ☐ / Final
  1. Analysis & Goal Setting

Component Skills / Midterm / Final
Scores and interprets formal tests accurately / Choose an item. / Choose an item. /
Analyzes test results to identify performance patterns and seeks to explain unusual or inconsistent results and observations / Choose an item. / Choose an item. /
Integrates academic knowledge, test results, observations, background information, personal-environmental context, team input, and client/caregiver input to formulate overall analysis / Choose an item. / Choose an item. /
Describes areas of strength and weakness in keeping with the International Classification of Functioning (impairment, activity limitation, role participation) / Choose an item. / Choose an item. /
Generates good clinical questions and hypotheses / Choose an item. / Choose an item. /
Establishes specific, measurable, realistic, time-limited, and client-centred goals based on assessment results and evidence-informed practice guidelines / Choose an item. / Choose an item. /
Identifies when speech-language pathology services are not required or indicated and refers for other services as appropriate / Choose an item. / Choose an item. /
Overall Level Achieved for Analysis & Goal Setting: / Choose an item. / Choose an item. /

Midterm Comments:

Final Comments:

Please check if you have significant concerns with the student’s performance in this competency. / ☐ / Midterm / ☐ / Final
  1. Intervention

Component Skills / Midterm / Final
Selects evidence-informed interventions consistent with the client’s goals, health status, assessment findings, and available resources / Choose an item. / Choose an item. /
Understands and explains anticipated progression of performance and how in-session targets contribute to achieving participation goals / Choose an item. / Choose an item. /
Selects materials and tasks that are motivating for the client, including engaging key people (friends, family, teachers, support workers) in activities / Choose an item. / Choose an item. /
Selects and sequences session tasks to achieve productive use of time / Choose an item. / Choose an item. /
Utilizes effective in-session performance tracking methods, objectively tests hypotheses and measures client/caregiver performance / Choose an item. / Choose an item. /
Demonstrates effective behaviour management methods, seeks to understand reasons for non-compliance, and adjusts approach accordingly / Choose an item. / Choose an item. /
Provides effective formative feedback and coaching to client/caregivers / Choose an item. / Choose an item. /
Provides goal-oriented, client-centred, and motivating home practice tasks / Choose an item. / Choose an item. /
Provides education and counseling within scope of practice / Choose an item. / Choose an item. /
Regularly reviews progress and updates goals and/or approach based on client response, feedback from key people, and any new health information / Choose an item. / Choose an item. /
Utilizes clinically appropriate criteria, consistent with regulatory and facility requirements, to recommend discharge / Choose an item. / Choose an item. /
Supports client in accessing other resources and safe home practice guidelines when practice setting does not offer the required intervention / Choose an item. / Choose an item. /
Overall Level Achieved for Intervention: / Choose an item. / Choose an item. /

Midterm Comments:

Final Comments:

Please check if you have significant concerns with the student’s performance in this competency. / ☐ / Midterm / ☐ / Final
  1. Professionalism

Component Skills / Midterm / Final
Demonstrates honesty, integrity, and ethical behaviour / Choose an item. / Choose an item. /
Demonstrates responsible, reliable behaviour, and accountability for actions and decisions / Choose an item. / Choose an item. /
Maintains professional boundaries / Choose an item. / Choose an item. /
Acts in the best interests of the client / Choose an item. / Choose an item. /
Demonstrates a personal commitment to quality / Choose an item. / Choose an item. /
Displays a professional image through attire, behaviour, and communication / Choose an item. / Choose an item. /
Adheres to regulatory requirements and facility policies / Choose an item. / Choose an item. /
Identifies and mitigates bias, including recognizing and taking into account how own background, values, and beliefs impact on decision-making / Choose an item. / Choose an item. /
Recognizes scope of practice, personal competence, and limitations of own knowledge and carries out clinical activities accordingly / Choose an item. / Choose an item. /
Demonstrates confidence in keeping with skill level / Choose an item. / Choose an item. /
Recognizes when outside expertise is needed and refers to other professionals as appropriate / Choose an item. / Choose an item. /
Overall Level Achieved for Professionalism: / Choose an item. / Choose an item. /

Midterm Comments:

Final Comments:

Please check if you have significant concerns with the student’s performance in this competency. / ☐ / Midterm / ☐ / Final
  1. Communication

Component Skills / Midterm / Final
Demonstrates compassion, sensitivity, and respect / Choose an item. / Choose an item. /
Demonstrates interest in others, humour, and enthusiasm, appropriate to the situation / Choose an item. / Choose an item. /
Adjusts complexity, style and content of language to match the communication situation; uses layperson language / Choose an item. / Choose an item. /
Uses formal or informal translation services as needed / Choose an item. / Choose an item. /
Actively listens, acknowledges responses, and asks clarifying questions / Choose an item. / Choose an item. /
Monitors non-verbal cues of communication partners and adapts interaction accordingly / Choose an item. / Choose an item. /
Employs different modalities, strategies, and aids to minimize communication barriers and maximize the environment of communication / Choose an item. / Choose an item. /
Complies with regulatory and facility-level documentation requirements / Choose an item. / Choose an item. /
Ensures reports clearly integrate results, analysis, goals, outcomes, and client input in a manner understandable to the target audience(s) / Choose an item. / Choose an item. /
Ensures written documentation is timely, accurate, professional, concise, clear, and grammatically correct / Choose an item. / Choose an item. /
Facilitates effective group discussions, demonstrates engaging and effective presentation skills / Choose an item. / Choose an item. /
Overall Level Achieved for Communication: / Choose an item. / Choose an item. /

Midterm Comments:

Final Comments:

Please check if you have significant concerns with the student’s performance in this competency. / ☐ / Midterm / ☐ / Final
  1. Client-Centredness

Component Skills / Midterm / Final
Reflects linguistic and cultural background of client in all activities / Choose an item. / Choose an item. /
Encourages client/caregivers to ask questions and share information, and provides sufficient time and supports to do so / Choose an item. / Choose an item. /
Establishes a shared understanding of client concerns and priorities / Choose an item. / Choose an item. /
Demonstrates flexibility in responding and adapting to unexpected circumstances / Choose an item. / Choose an item. /
Encourages and supports client participation in decision-making, including conducting informed consent procedures and respecting client autonomy / Choose an item. / Choose an item. /
Solicits feedback from client/caregivers / Choose an item. / Choose an item. /
Respects confidentiality and privacy, follows consent procedures to release information / Choose an item. / Choose an item. /
Overall Level Achieved for Client-Centredness: / Choose an item. / Choose an item. /

Midterm Comments:

Final Comments:

Please check if you have significant concerns with the student’s performance in this competency. / ☐ / Midterm / ☐ / Final
  1. Collaboration

Component Skills / Midterm / Final
Is flexible to take the lead or take direction from others according to the situation / Choose an item. / Choose an item. /
Fosters interprofessionalcollaboration, contributes positively to the decision-making process, and optimizes client outcomes through knowledge sharing / Choose an item. / Choose an item. /
Demonstrates an understanding and respects the roles, responsibilities, differing perspectives, and differing work styles of team members / Choose an item. / Choose an item. /
Graciously accepts and acts on feedback / Choose an item. / Choose an item. /
Identifies and resolves conflict in a timely manner with respectful, collaborative negotiation techniques / Choose an item. / Choose an item. /
Overall Level Achieved for Collaboration: / Choose an item. / Choose an item. /

Midterm Comments:

Final Comments:

Please check if you have significant concerns with the student’s performance in this competency. / ☐ / Midterm / ☐ / Final
  1. Advocacy

Component Skills / Midterm / Final
Understands the limits and opportunities within various practice settings and works collaboratively and interprofessionallyto develop strategies to optimize client care / Choose an item. / Choose an item. /
Provides the client with information and support to promote self-advocacy / Choose an item. / Choose an item. /
Advocates for necessary services and resources that support individual clients / Choose an item. / Choose an item. /
Acts on opportunities to communicate the role and benefits of speech-language pathology to enhance individual and community health / Choose an item. / Choose an item. /
Participates in delivering prevention and education programs / Choose an item. / Choose an item. /
Overall Level Achieved for Advocacy: / Choose an item. / Choose an item. /

Midterm Comments:

Final Comments:

Please check if you have significant concerns with the student’s performance in this competency. / ☐ / Midterm / ☐ / Final
  1. Continuous Learning

Component Skills / Midterm / Final
Is a self-directed and reflective practitioner / Choose an item. / Choose an item. /
Solicits feedback / Choose an item. / Choose an item. /
Identifies areas for growth in knowledge and skills / Choose an item. / Choose an item. /
Develops plans to achieve growth in knowledge and skills / Choose an item. / Choose an item. /
Demonstrates a positive attitude toward learning / Choose an item. / Choose an item. /
Is able to change performance and evaluate the impact of performance change / Choose an item. / Choose an item. /
Searches quality information sources to obtain and critically appraise evidence in order to advance clinical performance / Choose an item. / Choose an item. /
Overall Level Achieved for Continuous Learning: / Choose an item. / Choose an item. /

Midterm Comments:

Final Comments:

Please check if you have significant concerns with the student’s performance in this competency. / ☐ / Midterm / ☐ / Final
  1. Management

Component Skills / Midterm / Final
Adheres to administrative requirements of the facility / Choose an item. / Choose an item. /
Manages time, resources, and priorities in an organized and efficient manner / Choose an item. / Choose an item. /
Assigns tasks to and gives feedback to support personnel in keeping with regulatory guidelines / Choose an item. / Choose an item. /
Understands the structure, funding, and function of the speech-language pathology service in the organization and the broader health system / Choose an item. / Choose an item. /
Contributes to the improvement of client care delivery within the facility or within the broader professional context / Choose an item. / Choose an item. /
Overall Competency Level Achieved for Management: / Choose an item. / Choose an item. /

Midterm Comments:

Final Comments:

Please check if you have significant concerns with the student’s performance in this competency. / ☐ / Midterm / ☐ / Final